How SER builds the reading plan
We start by learning about your child’s reading experience, interests and previous support. During introductory work, the educator explores the skills behind the difficulty and how your child responds to instruction. That work informs a plan you can review together, with goals that go beyond getting through the next assignment.
See how we develop the plan with you.
Find where reading becomes difficult
Reading a word and understanding a passage are different tasks. During a consultation, describe what happens when your child meets an unfamiliar word, reads aloud or explains what they have read. A recent assignment can make that conversation more specific than a grade or a general concern about falling behind.
- Words: Does your child guess at unfamiliar words or have difficulty connecting letters and sounds?
- Reading aloud: Do frequent stops make it hard to follow the meaning?
- Understanding: Can your child explain the main idea, sequence events or find evidence in the text?
- Schoolwork: Is the challenge reading the instructions, understanding the passage or writing a response?
Discuss the instruction, not just the assignment
Ask the tutor to explain which skill they would address first and how they would check it. Completing tonight’s worksheet can be useful, but families also need to know what their child is learning to do independently.
For early readers, the federal What Works Clearinghouse guide recommends attention to sound–letter relationships, decoding and daily connected-text reading, alongside language development. Its recommendations address kindergarten through third grade; they are not an evaluation of our tutoring service. Read the IES foundational reading guide .
If your child has dyslexia
Bring that information to the educator-matching conversation. Ask about experience teaching students with dyslexia, the sequence of instruction and any training in a named approach. Special education certification does not by itself establish a tutor’s training in every reading method. Our dyslexia tutoring page gives you more specific questions to ask.
Make the first conversation useful
Choose one example of a difficult task and one of something your child enjoys. Explain any supports that already help. You can discuss learning goals without sending a full school record through an initial inquiry. Before beginning, confirm the tutor, schedule, current price and how progress will be shared.
We serve North Carolina families online. If you need an in-person reading tutor, tell us that preference before arranging a consultation. For additional family resources, visit the NC Department of Public Instruction’s family resource page .
If reading is part of your home learning plan, explore our homeschool tutoring support. For academic support shaped around an autistic child’s participation needs, see autism tutoring.
Keep the learning visible
Use our progress discussion guide to connect a specific task with what your child does independently and the support that helps.
Common questions
Is reading tutoring the same as dyslexia tutoring?
Reading tutoring can address a range of academic needs. When dyslexia is part of your child’s learning profile, discuss the tutor’s relevant experience, training and proposed instruction before selecting a match.
Can I ask for a particular reading method?
Yes. Ask about that method during the consultation. Availability and relevant training must be confirmed for the individual educator; we do not promise a named method before matching.
Content updated September 14, 2026 · Special Education Resource LLC